Impact of Conversational Agent Language and Text Structure on Student Language
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-63028-6_17
Reference27 articles.
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2. Phillips Galloway, E., Uccelli, P.: Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries. Read. Writ. 32(3), 729–759 (2018). https://doi.org/10.1007/s11145-018-9880-3
3. Gámez, P.B., Lesaux, N.K.: Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment. Dev. Psychol. 51(4), 447–458 (2015)
4. Gámez, P.B., Lesaux, N.K.: The relation between exposure to sophisticated and complex language and early-adolescent English-only and language minority learners’ vocabulary. Child Dev. 83(4), 1316–1331 (2012). https://doi.org/10.1111/j.1467-8624.2012.01776.x
5. Graesser, A.C., Li, H., Forsyth, C.: Learning by communicating in natural language with conversational agents. Curr. Dir. Psychol. Sci. 23(5), 374–380 (2014)
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